Welcome and Questions?

1. Welcome and Questions?

2. Agenda: Days 2-4 • Targeted Interventions Continued • Functional Behavior Assessment • Check-In/Check-Out • Universal Screening

3. Acknowledging Our BEST Behavior 1.Each person will receive BEST Bucks to acknowledge participants who meet the BEST expectations during the morning. Check the expectation that you observed and give the buck to your colleague.2. When you receive a BEST Buck, write your Team name on the buck and place it in the center of your table.3. As a Team, set a goal for the number of BEST Bucks your Team will acquire by lunchtime. Record the number on your team folder.4. Teams that meet their goal will receive a Team acknowledgement.5. If 80% of the teams reach their goal, all participants will receive a reward. BEST BUCK Name: __________________________________________________________ Expectation met: ___ Be present ___ Engage with others ___ Support each other ___ Team solutions

4. Targeted Training Status CheckHave you: • Reviewed your school data to identify student population eligible for targeted interventions? • Answered BAT questions 1-3? • Completed your PBIS Universal Action Plan for Sustainability? • Completed your School Profile and answered BAT questions 4-6? • Finished your Targeted Behavior Purpose Statement?

5. Understanding Function of Behavior:

6. What is the function of this behavior? http://www.youtube.com/watch?v=uQtpRjBLXic

7. Function Based Approach A process that focuses on changing environmental factors instead of fixing the person

8. Only Two Basic Functions Positive Reinforcement Negative Reinforcement from Horner & Sugai at www.pbis.org

9. Who needs to know about FBA? • All staff should have a basic understanding of the function of behavior. • Members of the targeted behavior student planning team (EST?) should be able to complete a Simple FBA. • The school and/or Supervisory Union should be able to identify people to conduct a Full FBA or Functional Analysis. Online tutorial available at http://serc.gws.uky.edu/pbis/home.html For a Few: (2-3 people) Attend two-day FBA/BIP training

10. Activity # 7:Next Steps for FBA • Identify 2-3 people to be trained in FBA. • Determine how/when to provide staff training in understanding function of behavior.

11. Examples: Targeted Interventions Based on Functions of Behavior • Access Adult Attention/Support: • Check-In/Check-Out • Adult Mentoring Programs • Access Peer Attention/Support: • Social Skills Instruction • Peer Mentoring • Self-Monitoring with Peer Support (function: academic task escape) • Academic Skills Support • Organization/Homework planning support • Homework completion club • Tutoring

12. Characteristics of all Targeted Interventions • Explicitly Teach • Prompt • Practice • Provide Feedback • Fade supports • Communicate • Monitor

13. These interventions still require involvement of ALL staff within the school building.

14. Activity # 8:Complete an inventory of formal and informal targeted systems of supports What are you currently implementing for targeted interventions?

15. Most Promising Targeted Intervention Check-in/Check-out or Teacher Check, Connect and Expect

16. Check-In/Check-Outor Teacher Check Connect and Expect • Daily positive adult contact • Daily progress report provides increased attention to behavioral goals • Collaborative team-based process • Home-school partnership Must have system in place for referral, behavior monitoring, and coordination.

17. Check-In/Check Out Implementation Manual Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com) • Also referred to as BEP • We will call it “Check-In/Check/Out”

18. Check-In/Check-Out View DVD

19. A Day in the Life of TCCE or CICO.....

20. Assign Check-In/Check-out Coordinator (if CICO) • “Someone the students enjoy and trust” • Enthusiastic • Leads check-in and check-out with students • Enters data daily • Attends weekly targeted team meetings • Make sure to assign a back-up CICO Coordinator!

21. CICO or TCCE Planning Activities 1. Determine how CICO or TCCE will be implemented in your school 2. Develop DPR 3. Develop reinforcement system for students 4. Develop referral system 5. Create system for managing daily data 6. Plan for fading students off intervention 7. Develop staff training 8. Develop student and parent training

22. Activity # 9:Determine how CICO or TCCE will be implemented in your school What will CICO or TCCE look like in your school?

23. Daily Progress Report (DPR) • At least 2 copies • Portable • Group vs. Individualized goals • Age appropriate • Prescribed time periods • Clear, concise, understandable for students, families and staff.

24. Activity #10:Create your DPR Form What will your DPR form look like?

25. Develop reinforcement system for students on Check-in/Check-out or TCCE • More frequent intervals of reinforcement. Small reinforcer from teacher for perfect periods Small reinforcer for successful check-out -Being there in time to make the bus -Having DPR -Met daily goal • Positive adult contact is key • Connect to School-wide PBIS reinforcement

26. Develop the Request for Assistance Process • What, Where, How long? • Determine maximum capacity • System for prioritizing students • Process for graduating from program

27. Activities # 11 and # 12 Activity # 11 • Create Reinforcement System Activity # 12 • Develop your Request for Assistance process and form

28. System for Managing Daily Data SWIS CICO • Organized around same three areas as SWIS: • Data Entry • Reporting • Tool • Reports organized to be used for two levels of problem-solving • Overall CICO Implementation • Individual Student Progress Monitoring

29. CICO-SWIS – View Reports www.swis.org

30. Graduating from the Program • Show data to help student see progress • Explain how to use rating card/how to judge own Behavior • Shift to self-management when student is at 80% or better for at least 4 weeks, on a daily basis • Begin fading self-management after approximately 3 weeks • CELEBRATE • Talk with parents about graduation, how they can continue to support their child

31. Activity #13:Managing the daily data and fading students from CICO/TCCE Complete these steps: Create your Data System: • Using the guiding questions in the Workbook, determine the who, what, when, where and how of your data system for CICO. Review questions on BAT. Plan for fading students off of CICO: • Determine criteria for fading students off of intervention and how this will occur.

32. Targeted Training Status CheckHave you: • Defined your TCCE/CICO System? • Developed your referral process? • Created your reinforcement system? • Developed a system for managing data? • Determined how to fade students from intervention?

33. Staff Training 1-2 hour in-service for ALL staff: • Staff/Teacher’s role in the process • Mission, culture, process, forms • Referrals for program • Program capacity, prioritizing, time to placement • Rating students’ behavior (Completing the DPR) • Giving effective feedback during and after class • Graduating from the program • Opportunities to practice, review forms • Booster sessions

34. Teacher Feedback to Students • Start each period on a good note • Attend to appropriate behavior (especially if it is a target behavior) -Be specific -Developmental considerations • Review and explain DPR ratings calmly and objectively -Be specific and brief (app. 30 seconds) • Do not engage students in debates over ratings • Use rational detachment • Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points

35. Example: Giving Feedback Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets. Teacher responses: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”

36. Teacher Feedback to Students • Praise all points, even if your goal was not met • Provide additional reward if student has a perfect period -SW incentive, early out, etc. • Consider age, task demands • Each period is a fresh start

37. Parent Introduction • For all parents • Positive • Brief • Collaborative • Opportunity to refer

38. Student Body Introduction • Check-In/Check-Out as an Opportunity • Earn more rewards • Earn respect of peers • Emphasize Check-In/Check-Out achievements (with permission) • Incorporate into school’s culture

39. Activity # 14: Develop Training

40. How will you identify students that need targeted interventions? Consider Universal Screening

41. Universally Accepted Types of Screening in School Why not?

42. Universal Screening

43. Where do we go from here… thoughts and questions.

44. VT Statewide Structure of Support

45. To Sustain PBIS you must: Use Data Communicate Share Information Participate

46. Next Steps & Important Dates • State TA Contact • SWIS Licensing for CICO and Online Training • VTPBiS Training Calendar & Resources: www.pbisvermont.org • Regional Coordinators Mtgs – • Reg. Meetings – December & March- STAY TUNED! • Data Days – December (plus webinars in March and May! - STAY TUNED! • VTPBiS Newsletters

47. Questions? Contact your State TA Cassandra Townshend: • Josh Souliere: • Milton Sherry Schoenberg: • Bethel • Washington Sherry Schoenberg: • Ken Kramberg: Ottauquechee Windsor Richard Boltax: Visit: www.pbisvermont.org

48. THANK YOU! Safe Travels!